绝大多数同学在备考托福听力的学习阶段，都会很快发现一个事实，那就是托福听力是以逻辑为王的考试，只要深刻地理解了逻辑词的上下文，就能破解大多数题目。此外，常见的因果、转折、例证、并列等逻辑词，这些很多文章也有写到。
然鹅，很多同学的新问题又来了：“老师，but, because, so在音频中瞬间闪过了，但是我，还没反应过来整句话的意思，肿么办？”
给你三个小诀窍
让你准确预判考点
从容作答
✅ 教授的重复
✅ 教授的重读
✅ 有问就有答
重复啰嗦，这大概是身为教师的最常见的职业素（通）养（病）了
托福听力中的教授们也不甘示弱地证明了这一职业通病不分国籍，口说无凭，有题为证。
看题之前，大家先看下面的图片
托福听力分为纵向三层结构：
每一个主题段落（是的，你没看错，听力也是分段讲的，和阅读文章结构是一样的）都只围绕一个中心论点（topic sentence）来展开，那么论点后面短则三四十秒，长则一分多钟的内容都是解释和阐述此观点的，那么，不可避免地就有很多重复或同义替换。
假如我们没有听懂一两句，千万不要放弃或过分纠结于此句，也许后面的重复信息就可以及时补充这个信息漏洞，从而实现这一段落的深入理解。
TPO 6-Lecture 3-Question 2 Character Sketch 人物速写
Why does the professor recommend that students pay attention to the people they see every day?
the behavior and characteristics of these people can be used in character sketches.
observing people in real-life situations can provide ideas for story plots.
it is easier to observe the behavior of familiar people than of new people.
students can gather accurate physical description for their characters.
题目对应文本：
To begin, how do we create fictional characters? We don't just pull them from thin air, do we? I mean we don't create them out of nothing.We base them, consciously or unconsciously, we base them on real people, or we blend several people's traits, their attributes into one character.//But when people think fiction, they may assume the characters come from the author's imagination.But the writer's imagination is influenced by... by real people. Could be anyone, （定位句）so pay attention to the people you meet, (someone in class, at the gym, that guy who is always sitting in the corner of the coffee house, um... your cousin, who's always getting into dangerous situations.We're pulling from reality, gathering bits and pieces of real people. You use these people, and the bits of behavior or characteristics as a starting point as you begin to sketch out your characters.)
题目解析：
这道题一看题干就知道是一道细节题，问的是教授为什么建议学生去关注日常所遇到的人们。我们看到在定位词so之前，其实答案已经说过两遍，即我们的小说人物来自于真实的人物，定位句之后又出现了real people, these people两遍。所以我们大约有四次机会反复理解文中的这一个细节。也就是说，我们漏掉段落中间的某一句或某几句其实影响不大，只要听懂这一整个段落在讲一件事即“虚构的文学作品的人物原型哪里来？”就可以啦。
所以答案是A。
重读，也就是某一句话中的stressed words，往往声音会加重的同时说话人的语速会放慢。回想我们在教室上课的时候，每当见到重点，老师都会下意识地敲敲黑板或清清嗓子提高音量，对吗？所以听力中的教授，虽然我们看不到她/他们的面部表情、肢体动作，但是说话的重音还是会在音频中被保留的，基本可以毫不犹豫地说：凡是教授重读的地方，都是重要的考点。只要我们能听出重读，我们就可以预判重点信息了。
以but这个转折逻辑词为例。每次出现But之前，说话人常常会先让步一下，给下文的转折一个“预告”，如果能够提前听懂“预告”，就能比别人先一步知道后面有重点信息。
类似的表达有It seems that....but...（似乎是......然而......）; It appears that...but...（似乎是......然而......）; traditionally we thought that...but now...（过去我们认为......但是现在......）; we tend to think that...but...(我们倾向于...观点......然而......); it is true that...but...(虽然......但是......)（备注：所有标红的词都一定是伴随重读的）。这样的例子在听力中数不胜数
TPO 24-Lecture 3-Question 5 Mega fauna in North America 北美巨型动物
What does the professor imply is one problem with the climate change theory?
Many large animals actually benefited from the climate change.
Large animals had survived previous climate changes.
Large animals were probably already near extinction before the climate changed.
New evidence suggests that the climate change was not as extreme as scientists once believed.
题目对应文本：
Again, we have what at first seems like a pretty attractive theory…But then, how do you explain the fact that this had happened before— you know, global cooling followed by global warming— and there was no extinction then…
题目解析：
文中先提出了climate change 这一假说，乍一看似乎是个不错的理论，但是你如何解释这种气候变化之前曾发生过而恐龙当时并未发生灭绝现象？欲扬先抑，先让步后转折，典型的转折推理题，说明教授不相信这个假说，持有怀疑的态度。
因此答案为B。
TPO 47-Lecture 2-Question 4 Albatross 白头翁
What does the professor imply about theories that explain how albatross navigate?
They are based on studies of seabirds in captivity.
They are based on observation of albatross in the wild.
They are guesses that are not based on any evidence about birds.
They have not been confirmed by studies of albatross themselves.
题目对应文本：
PROFESSOR:Good point. And the truth is, we are not sure. It's very difficult to keep seabirds in captivity（可排除选项A）, where you can study them, and it’s very difficult to study them in the wild（可排除选项B）, you know.
But we think that a lot of what we've learned about songbirds probably applies to seabirds as well. So we're thinking that albatross could make use of two different kinds of “compasses,” if you will: a magnetic compass and a celestial compass.
题目解析：
But出现前，教授铺垫了好多遍，我们Not sure, it is difficult等信息，但是but后提供的才是真正的重点信息，即：我们对于songbirds的了解信息可能可以应用于seabirds。所以but前的信息可用于排除选项A和B， 选项C显然过于绝对化了，不是没有基于任何鸟类研究呀。
所以答案只能是D，符合原文BUT后的描述，我们对于songbirds的信息可能也适用于seabirds。
绝大多数教授或学生提出的问题都会得到解答（极少数情况下提出的问题会被搁置），因此，当教授或学生提出问题时，我们应该关注教授的解答，因为传授新知识就是讲座的最终目的，我们用英文听懂了新知识，从而展示了我们较好的语言能力，从考官的角度看，这里是绝佳的设置题目的地方。
TPO 41-Lecture 2-Question 2 Christopher Columbus哥伦布
According to the professor, why did John Pintard promote the commemoration of the three hundredth anniversary of Columbus' landing?
To encourage patriotism.
To demonstrate his own wealth and influence.
To lessen the influence held by the leaders of the American revolution.
To correct what he claimed were mistaken beliefs about Columbus.
题目对应文本：
Student:But why Columbus? And why then?
FEMALE PROFESSOR:Well, to Pintard, it was a way to build patriotism in the young, politically fractured country. （下文是对前面观点句的具体解释，或者说历史背景的补充Remember, the United States had only declared its independence from Britain 16 years earlier and had yet to form a national identity. Pintard also had a hand in helping to create Independence Day-July fourth-as a national holiday.So you see that he was very involved in creating sort of a "national story" for Americans.And Columbus ... he felt Columbus could become a story that Americans could tell each other about their national origins that was outside of the British colonial context. The United States was in search of a national identity, and its people wanted heroes.）
题目解析：
学生提出问题，为什么选择哥伦布？为什么选择那时候（在哥伦布登陆美洲300年后去纪念他的landing）？教授对此要进行回答，所以回答的第一句话就是本题目的答案，是为了这个年轻又风雨飘摇的国家建立patriotism爱国主义精神。并在本段展开部分多次提到national identity民族身份, national origins 民族起源，heroes英雄等，这些都和patriotism在主线上是呼应的。
所以答案比较直接，选A。
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草莓小菇凉:说的非常好，十分有道理，棒棒棒！
06-08 15:44:55